Bryson Independent School District ISD ESL Poli… · Bryson ISD ESL Program Policy and Procedures...

Bryson Independent School District

Policy and Procedures For English as a Second Language

Program

Bryson ISD ESL Program Policy and Procedures

Table of Contents

Bilingual /ESL Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Establishing the LPAC Committee. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Purpose of the LPAC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Beginning of the Year Procedures for LPAC Committee. . . . . . . . . . . 6

Limited English Proficient Decision Chart. . . . . . . . . . . . . . . . . . . . . . 7

LPAC Annual Review Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Procedures for Exiting a LEP Student from ESL Program. . . . . . . . . . 9

Procedures for Monitoring Exited Students. . . . . . . . . . . . . . . . . . . . 10

Criteria for Entry Student with Disability. . . . . . . . . . . . . . . . . . . . . . . 11

Process for Considering Special Exit Criteria from ESL Services. . . . . 12-14

Program Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15


Bilingual/ESL Program

Bryson ISD offers an ESL program in grades PK-12.

In the ESL program (Pre-K - 12) instruction is adapted to meet the needs of students who are not proficient in English. Teachers use English as the medium for providing content area instruction, adapting their language to the proficiency level of the students through the use of the English Language Proficiency Standards (ELPS).


Establishing the LPAC Committee Chapter 89.1220

Information: It is the responsibility of the campus administrator to establish a Language Proficiency Assessment Committee (LPAC). All committee members including the parent representative must receive training on the LPAC procedures and responsibilities. Process: It is recommended that these steps be completed within two weeks from the first day of school.

• Identify LPAC Chairperson

• Select Committee members

• Recruit parent volunteers to serve on the LPAC

• Complete and submit Membership Form and Confidentiality Form.

• Establish a Campus LPAC Binder with several dividers (tabs) consisting of the following:

1. Certificate(s) of all trained personnel (LPAC members and trained WMLS testers.

2. Membership forms and confidentiality form 3. LPAC meeting documentation 4. LPAC LEP student roster

• Ensure that LPAC Chairperson and/or all committee members attend training conducted by district personnel or regional service center.

• Ensure that a professional member of the LPAC (other than the administrator) serves on the admission, review, and dismissal (ARD) committee for LEP students who qualify for services in the special education program. The school counselor may not serve as LPAC chair and ARD representative on an ARD committee.


Purpose of the LPAC

1. Review/Monitor all pertinent information on identified LEP students including, but not limited to, home language survey, language proficiency test, achievement in the content area, achievement test scores, TELPAS ratings, and STAAR scores.

2. Make recommendations concerning appropriate placement of each student. This

includes GT, SPED and RTI placement.

3. Monitor the progress of first (f) or second (s) year monitor students

4. Determine the appropriateness of an extended program, i.e. summer school for students entering Kindergarten or the first grade, depending on the needs of the student.

5. Notify parents in writing, of the student’s entry, or exit from the program.

6. Attend all LEP student ARDS. (There must be at least one LPAC representative in

attendance.)

7. Maintain LPAC records for documentation purposes. (Chapter 89 of Commissioners Rules for Educating LEP Students).

**Refer to Section III LPAC Responsibilities in Framework for the Language Proficiency Assessment Committee (LPAC) Process prepared by the Texas Education Agency.


Beginning-of-Year Procedures for

LPAC Committee & ESL Teachers

All Limited English Proficient (LEP) students must be identified, tested and placed within the first four weeks (20 school days) of enrollment. This timeline includes sending, obtaining signature and receiving parent permission notification.

LPAC Representative should make certain that the following are completed: ___ 1. LPAC members are trained. Please see the duties, which are outlined in the LPAC section of the Framework for the Language Proficiency Assessment Committee Process manual ___ 2. Fill out the LPAC Training Document and Oath of Confidentially form. ___ 3. All students have a Home Language Survey a. If a language other than English is indicated, the following assessments should be administered:

• Grades PK-12 an OLPT (listening and speaking) in English

b. A student will qualify for LEP services on the following scores:

• Grade PK-12 below a "fluent English Speaking" on the English OLPT

___ 4. Schedule and hold LPAC meetings, document all LPAC minutes on the LPAC minutes form, complete the Initial LPAC form and place it in the students permanent folder (red folder). ___ 5. The parent notification letter must be sent home within 10 days of the LPAC’s recommendation. ___ 6. All qualifying students must have parental permission in order to receive services. Students whose parents approve the special language program (ESL) placement recommended by the LPAC are coded in PEIMS as LEP. The appropriate program (ESL) is also entered in PEIMS.

___ 7. Students whose parents deny the special language program services recommended by the LPAC are coded in PEIMS as LEP on denial status Denied All Special Programs.

(Denial students will still be accountable for taking TELPAS.) All LEP/Denial students must be monitored. The appropriate program should be reoffered at the end of each school year until the student meets the state exit criteria.

___ 7. Notify appropriate instructional staff of LEP student English proficiency level and provide copy of recommended instructional strategies. ___ 8. For students identified as Non-LEP the LPAC Committee recommends the general education program.


LPAC Annual Review Procedures

STEP 1: The LPAC must review all pertinent information including:

Woodcock Muñoz Revised Oral Language in English

Woodcock Muñoz Revised Oral Language in Spanish

TELPAS Reading and Writing Scores

LEP students (Grades 3-12) who scored a level of 4 or above on oral language proficiency

test (OLPT) and pass STAAR/TAKS Reading /ELA and pass STAAR

Writing may be eligible for exiting based on the state exit criteria. For grade levels who

don't take STAAR Writing, TELPAS Writing Advanced High may be used.

STEP 2: The LPAC Committee must:

Designate the level of oral English language proficiency

Designate the level of academic achievement

Designate LEP or Non-LEP status

Facilitate participation in other special programs for which the student is eligible

Recommend appropriate program placement

STEP 3: All documentation must be recorded on the LPAC Review Form and on LPAC Minutes form.

Must be signed by:

Campus administrator

Bilingual/ESL Teacher

LPAC Parent Representative

Special Ed. Representative (if student receives special ed. services)

STEP 4: Complete Notification of Bilingual for ESL Program Exit, if applicable. Remember parent must

sign and date notification of exit before a student will be coded as Non-LEP under PEIMS.

STEP 5: File original minutes form in campus binder, and copy of dated progress report and individual

student form in red student folder. Send copies of all forms to the bilingual office.

** Note: Annual Reviews are required for all LEP/denials.

Annual Reviews are required for all Former-LEP students on Year 1 Monitor and Year 2 Monitor

status.

Annual Reviews are required for all LEP/Special Ed. Students.


Procedures for Exiting a LEP Student from the ESL Program

(Grades 3-12)

Note: A LEP student may not be exited in PK through Grade 2.

STEP 1: Student may be exited at the end of school year in which the student

would be able to participate equally in a regular, all English, instructional

program based on the :

• Oral language proficiency level in English (LEP student must score a 4 or above on the English OLPT)

• Advanced High on TELPAS Reading and Writing.

• Academic success in English in all content areas as documented by subjective teacher evaluation.

Note: A LEP student served by Special Education has to meet the state exit criteria or special

exit criteria as recommended by the ARD/LPAC Committee.

**The LPAC committee is the only committee authorized to exit a LEP and LEP-Denial from

LEP status.

**The ARD/LPAC committee is the only committee authorized to exit and reclassify

LEP/Special Ed students.

http://www.bisd. 7099


Procedures for Monitoring Academic Progress of Exited Students (Former LEP) STEP 1: An LPAC designated person shall review the monitored students’ grades after each grading period. An LPAC meeting should be scheduled if the student is failing any major content area at the end of any grading period to discuss achievement concerns. The committee shall also meet on an annual basis for a minimum of two years at the end of each year. STEP 2: The LPAC committee shall review the student’s performance and consider:

• The total amount of time the student was enrolled in a bilingual/ESL program

• The student’s grades each grading period in each subject in the foundation curriculum

• The student’s performance on each assessment instrument (STAAR, TELPAS) administered

• The number of credits the student has earned toward high school graduation

• Any disciplinary actions taken against the student STEP 3: The LPAC committee may require intensive instruction for the student if he/she is not academically successful. STEP 4: The LPAC committee may reenroll the student in Bilingual/ESL program, notifies parents and obtains signature on Permission for Placement. STEP 5: The LPAC committee may recommend to place students not reclassified as LEP in compensatory and accelerated instruction. STEP 6: The LPAC committee completes the Post-Exit Review Form which must be signed by:

• Campus Administrator

• Bilingual/ESL Teacher

• LPAC Parent Representative

• General Education Teacher

• Special Ed. Representative (if applicable) STEP 7: Original copy to be filed in student permanent folder (red folder) Copy filed in campus LPAC notebook Copy sent to Bilingual Dept.


Criteria for Entry into Special Language Program for Students with a Disability

Prekindergarten – Grade 12

STEP 1:

The district’s special language program only addresses the needs of students identified as

LEP in grades PK-12.

• If the HLS of a three year old student indicates a language other than English, it will be the responsibility of special education to determine the language of

assessment.

• At the age of 4 when the child enrolls in general education, the procedures listed below will be followed.

• STEP 2:

The state mandated language proficiency testing is administered. The 20 day deadline applies.

• For students whom those tests would be inappropriate as part of the individualized education program (IEP). The decision for entry into a bilingual education or English as a second language program shall be determined by the ARD committee in conjunction with the language proficiency assessment committee.

• The admission review and dismissal (ARD) committee in conjunction with the language proficiency assessment committee shall determine an appropriate assessment instrument and designated level of performance for indicating limited English proficiency.

STEP 3:

Students for whom testing is appropriate, the LPAC will meet within the 20 days and determine if the student

meets the eligibility criteria for LEP and recommends the special language program based on OLPT results.

STEP 4:

The documentation process will be the same as for a regular LEP student.(ie: parent permission, parent denial,

minutes etc.)

STEP 5:

Student will be accountable for all state assessments, including TELPAS, unless exempt from one of more

language domains through student’s IEP.


PROGRAM EVALUATION

The English as a second language program is evaluated at the end of eavh year through the district

site-based decision making committee. This committee includes parents, community and business

members, teachers, and administrators. Goals for the year are evaluated for effectiveness, and new

goals are set for the coming year.


LPAC Forms

Home Language Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

LPAC Parent Membership Request Letter (English). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

LPAC Parent Membership Request Letter (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

LPAC Committee Membership Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

LPAC Committee Member Confidentiality Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

LPAC Minutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Individual LPAC/ARD Review Minutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Individual Initial Review Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Parent Permission Form (English). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25-26

Parent Permission Form (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27-28

ESL Program Denial (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

ESL Program Denial (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Student History Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Notice of LPAC Committee Meeting (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Notice of LPAC Committee Meeting (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Exit Checklist (Student Profile). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

End of Year Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Parent Report on Student Progress (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36-37

Parent Report on Student Progress (Spanish). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38-39

Teacher Exit Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Parent Notification of Student Exit (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Parent Notification of Student Exit (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Cumulative Folder Documentation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Monitor of Exited Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Documentation for Entry or Exit of SPED/LEP Students . . . . . . . . . . . . . . . . . . . . . . . . 45-48


BRYSON INDEPENDENT SCH0OL DISTRICT

HOME LANGUAGE SURVEY

This form is required of all students who enroll in Bryson ISD for the first time.

Student Name ___________________________________ Date of Birth ___________________

SS# ___________________________________________ _ ID#___________________________

Parent/Guardian ________________________________________________________________

Address ________________________________________ Phone # _______________________

Grade __________________________ Date of Enrollment ______________________________

******************************************************************************

From to be completed by parent/guardian of students in grades K-8 or by student in grades 9-

12.

1. What language is spoken in your home most of the time? ____________________________

2. What language does this student speak most of the time? ____________________________

3. Has the family moved within or into a state within the last 36 months to obtain temporary or

seasonal work in farming or ranching? Yes ________ No ________

__________________________________________________ __________________________

Signature of parent, guardian, student (9-12) Date

******************************************************************************

Dede de completarse por el padre o guardian del estudiante en los grados K-8 o por el

estudiante en los grados 9-12.

1. ¿Qué idioma se habla en su hogar la mayor parte del tiempo? _________________________

2. ¿Qué idioma habla el estudiante habla la mayor parte del tiempo? _____________________

3. Se ha mudado la familia dentro o en un estado en los últimos 36 meses para obtener trabajo

temporal o estacional en la elaboración o la ganadería? Sí ________ No ________

__________________________________________________ __________________________

Firma del padre, Guradian, estudiante (9-12) Fecha


LPAC Parent Membership Request Letter

Date:__________________________

Dear Parents:

According to state policy, we are required to have a parent of a student who participates in a

Bilingual or English as a Second Language program serve on our school’s Language Proficiency

Assessment Committee (LPAC). The LPAC serves as the students’ advocate to make certain they

receive the appropriate services.

We are asking for parent volunteers who would be willing to serve as our parent member of

the LPAC. You will receive training at the first LPAC meeting and then be asked to assist the team in

identifying and placing children in the appropriate program for language development and academic

success.

If you would be willing to serve on the LPAC, please fill out the information below and send the

form to school with your child. If you have any questions please contact

________________________ at __________________.

Sincerely,

Parent Name(s):____________________________

Phone: ___________________________________

Child’s Name: ______________________________

School: ___________________________________

Grade: ____________________________________


Solicitud de Padres Como Miembros del

Comité de Evaluación del Dominio del Idioma (LPAC)

Fecha: ____________________________________

Estimados Padres:

De acuerdo con la ley estatal tenemos la obligación de que un padre cuyo hijo/a participe en el

programa bilingüe o el programa de inglés como segundo idioma (ESL) sea un representante en el

Comité de Evaluación del Dominio del Idioma (LPAC) de nuestra escuela. El Comité de Evaluación del

Dominio del Idioma (LPAC) representa los intereses de los estudiantes para asegurarse que reciban los

servicios educativos apropiados.

Estamos solicitando padres de familia que estén dispuestos a participar como voluntarios en el

Comité de Evaluación del Dominio del Idioma (LPAC). Recibirán entrenamiento durante la primera

reunión del Comité de Evaluación del Dominio del Idioma (LPAC) y después se les pedirá su ayuda para

identificar y recomendar el programa apropiado que asegure el desarrollo del idioma y el éxito

académico de los estudiantes.

Si están dispuestos a participar en el Comité de Evaluación del Dominio del Idioma (LPAC), favor

de completar la siguiente información y regrese esta hoja a la escuela con su hijo/a. Si tiene

preguntas, favor de comunicarse con __________________________________ al teléfono

___________________.

Sinceramente,

Nombre(s) de Padre(s): ___________________________

Número de teléfono: _____________________________

Nombre del estudiante: ___________________________

Escuela: _______________________________________

Gradoescolar: __________________________________


LPAC Committee Membership Form

School:

The following staff is appointed members of the LPAC Committee for the scholastic year ________.

The committee will serve grades __________.

Committee Members: Name:

Campus Administrator


Transitional Education Teacher

LPAC Parent Representative

*Special Ed. Representative

Alternative

Campus Administrator Signature Date

* IEP team representative must attend LPAC meeting if LEP student is identified and served by a

Special Ed. Program.


LPAC COMMITTEE MEMBER

CONFIDENTIALITY FORM

I, , agree to serve as a member of the School District

Language Proficiency Assessment Committee (LPAC) as provided by Texas Education Code Ann. S

21.462(b).

I hereby certify that I have been informed that any educational records examined by me in connection

with the performance of my duties as a member of the LPAC are confidential records as defined by the

Family Educational Rights and Privacy Act and the contents are not to be released except in compliance

with the terms of that statue.

20 U.S.C.,S 1231g; 45 CFR, S 99.11 et seg.

Signature

Date

Yo, , estoy de acuerdo en actuar como miembro del Comité de

Evaluación de Idiomas (LPAC) en el Distrito Escolar conforme al Código de Educación de Texas, Ann. S

21.462(b).

Por el presente certifico que entiendo que cualquier archivo educativo que examine relacionado a las

responsabilidades de mi membresía en este Comité, es información confidencial según lo estipulado

por la ley de Privacidad y Derechos Educativos de familia. Esta información no será divulgada excepto

de acuerdo con los términos de dicha ley. 20 U.S.C., S 1231g; 45 CFR, S 99.11 et seg.

Firma

Fecha

Revised 5/2008


INITIAL ASSESSMENT SCORES:

Oral Language Proficiency Test: Woodcock-Muñoz Language Survey (PK-12 is oral language score)

English CALP: _______________ Date:____________ *Spanish CALP: _____________ Date:__________________

Norm- Referenced Standardized Achievement Test (grades 2 – 12): ___________________ Date: _____________

Reading: ______%ile Language Arts: ______%ile

Other academic information:

TELPAS Reading: Beginning Intermediate Advance Adv High Date:_______________

STAAR Score Reading/ELA:__________ Writing:__________

HLS Date: ____________ INITIAL REVIEW ESL Program

Bryson ISD PK-12

Academic Year _______________

Parent Permission Date: ___________

Enrollment Date: _______________ Parent Denial Date: ______________

LPAC Date: _______________ Placement Date: _________________

Student Name: ___________________________________ Student ID: ___________________________________

DOB:_______________Age:________ Grade: ________ Campus: _____________________________________

Student is: Recent Immigrant/Country:______________ Transfer/District: _____________________________

LPAC RECOMMENDATIONS LPAC SIGNATURES (all members must be LPAC trained)

ENGLISH LANGUAGE CLASSIFICATION:

(Check the appropriate box)

LEP Non LEP Monitor

_________________________________________

LANGUAGE PROGRAM PLACEMENT:

ESL

Bilingual Program

General English Program

Other:____________________________________

PARENT NOTIFICATION FOR LEP PLACEMENT:

Program Description and Benefits to Student

Level of Language and Academic Proficiency

Parent Notification

COMMENTS:

______________________________________________

______________________________________________

______________________________________________

_________________________________________________

*LPAC Parent Representative

_________________________________________________

*English as a Second Language Teacher

___________________________________________________

Transitional Education Teacher

___________________________________________________

Other

___________________________________________________

Campus Administrator

* Indicates required ESL Program LPAC Membership


Bryson Independent School District Parental Notification –Identification and Placement

ESL Program, 19TAC Chapter 89, Subchapter BB § 1220(j) (k); PL §107-110 §3302 (a)

Campus Name ___________________________________________Date______________________

To the Parents/Guardians of ______________________________ Grade______ ID _____________

Federal and Texas laws require language instruction programs for students who have not attained proficiency in using the

English language. We have reviewed your son/daughter’s oral language and academic performance in order to make the

best instructional decision.

Other language/academic tests(s) reviewed (optional):

Name of Placement Test ___________________Results: Reading________________________________

Name of Placement Test___________________Results: Writing_________________________________

Texas English Language Proficiency Assessment System (TELPAS)Beginner; Intermediate; Advanced; (or) Advanced High

Listening________________Speaking_______________Reading_______________Writing____________

Based on the results reviewed from all of these assessments, the English language proficiency for your

son/daughter has been determined to be ____________________________________.Consequently, we recommend that

your son/daughter be placed in the following program required in the district(19 TAC Subchapter BB §89.1205):

______________English as a Second Language (ESL)

English Oral Language Proficiency Test ** (OLPT, PK-12) Name: Woodcock-Muñoz Language Survey

CALP: ____________Date Administered:__________________Proficiency: ________________________________________

Spanish Oral Language Proficiency Test *(OLPT) Name:Woodcock-Muñoz Language Survey_____________________

CALP: ____________Date Administered:__________________Proficiency:_________________________________________

Norm-referenced Standardized Achievement Test** (Grades 2-12)Name__________________________________

Results:_________________________________________________________________________

*required for placement in the Bilingual program **required for placement in the Bilingual and the ESL programs

Tests taken for placement or for exit are from the state approved list of tests found on the TEA Bilingual unit website.


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The attached flyer is a description of the program that your son/daughter will be placed in. It describes how the program

differs from the regular program in content, instruction goals, and use of English and native language instruction.

Our district expects all students, including students participating in the English as a second language (ESL) programs, to

achieve success in meeting the academic standards set by the state. The district’s curriculum is the Texas Essential

Knowledge and Skills (TEKS).

Teachers in the ESL programs are trained on how to plan instruction for children whose first language is not English.

Curriculum and instruction in the ESL program will be accomplished through developmentally appropriate materials and

instructional strategies designed to accelerate your child’s development of English comprehension, communication and

academic skills. Instruction may include the use of the child’s primary language. In the case of a child with a disability, close

collaboration will be maintained with the special education program by following the student’s Individual Educational

Plan (IEP). Your son/daughter is expected to graduate ___________________________.

Students can exit the program when they meet the exit criteria set by the state for ESL program students.

1. This determination is based upon tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in and English, and one of the following:

A. Meeting the state performance standards for STAAR in English reading and writing (when available) as required in the Texas Education Code (TEC), §39.023, at grade level; or

B. Scoring at or above the 40th percentile on both the English reading and the English language arts sections of a TEA – approved norm-referenced test.

2. In making this determination, the district will also consider other indications of the student’s overall progress, including

STAAR scores in other subject areas, teacher evaluation, and parental evaluation.

Please indicate your approval for your child’s participation in the district’s ESL program by entering your signature in the

appropriate space.

* *Note: Please return this notice to your son/daughter’s teacher.* *

If you have any questions, please contact ____________________________at our office at ______________.

_____YES ____________________________________________________ _______________________ Signature of parent/guardian Date

_____ I would like to request a parent/teacher conference. _______________________

Date


Distrito Escolar Independiente de Bryson

Notificación para Padres – Identificación y participación en el programa ESL

19 TAC Capítulo 89, Subcapítulo BB § 1220(j) (k); PL §107-110 §3302 (a)

Escuela ____________________________________ Fecha________________________

Para los padres/representantes legales de ______________________________________________

Grado __________________ ID Escolar ____________________

Las leyes federales y estatales requieren programas del lenguaje educacionales para los estudiantes que no han dominado el

inglés. Hemos revisado los resultados de las pruebas del dominio oral y de aprovechamiento académico de su hijo/a para

hacer decisiones sobre la mejor manera de darle instrucción en la escuela.

Prueba oral del dominio del idioma en inglés ** (OLPT, PK-12) Nombre: Woodcock-Muñoz LanguageSurvey

Resultados: ____________Fecha de Administración: _________________Nivel de dominio del idioma: __________________

Prueba de dominio del idioma en español (OLPT)* Nombre: Woodcock-Muñoz LanguageSurvey

Resultados: ____________Fecha de Administración:__________________Nivel de dominio del idioma: ___________________

Prueba de medición estandarizada** (Grados 2-12) Nombre: _______________________________________

Resultados: ______________________________________________________________________

*requerido para participar en el programa bilingüe **requerido para participar en los programas bilingües o de inglés como segundo idioma

Las pruebas que se toman para participaro salida de estos programas están en la lista de pruebasaprobadas por el estado y se encuentran en el sitio de

Internet de TEA del programa bilingüe.

Pruebas del lenguaje académicas adicionales que se revisaron (opcional):

Nombre de la prueba de ingreso___________________________ Resultados: Lectura_______________

Nombre de la prueba de ingreso___________________________ Resultados: Escritura______________

Protocolo de observaciones(TELPAS) 2007, (agreguen el reporte confidencial del estudiante): Principiante (P); Intermedio (I);

Avanzado (A); (o) Avanzado Superior (AS)

Habilidad para: Escuchar ___________ Hablar ___________ Leer ____________ Escribir ___________

Basándonos en los resultados de estas pruebas, el nivel de dominio del idioma inglés que se ha determinado para su hijo/a

es ____________________________________.

Por consiguiente, recomendamos que su hijo/a participe en el siguiente programa requerido por el distrito (19TAC Subcapítulo BB §89.1205):

______________Inglés como segundo idioma (ESL)


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Adjunto se encuentra un boletín con una descripción del programa en el cual su hijo/a será inscrito. La descripción

demuestra como el programa se distingue en contenido, metas de aprendizaje, y el uso del inglés e instrucción en el primer

idioma.

Nuestro distrito espera que todos los estudiantes, incluyendo a los estudiantes que participen en los programas de inglés

como segundo idioma, logren obtener con éxito los estándares fijados por el estado. El currículo estatal son los

conocimientos y destrezas esenciales de Texas (TEKS), es el mismo que se enseña en nuestro distrito. Se espera que todos

los estudiantes cumplan con los estándares del estado con éxito.

A los maestros en los programas de inglés como segundo idioma se les da entrenamiento sobre como desarrollar los planes

de instrucción para los niños cuyo primer idioma no es el inglés. El currículo y la instrucción en el programa ESL serán

llevados acabo usando materiales apropiados de acuerdo al nivel de desarrollo del estudiante y por medio de metodología

apropiada diseñada para acelerar el desarrollo de la comprensión, comunicación, y las destrezas académicas en inglés. Esto

puede incluir el uso del primer idioma del niño/a. En el caso de un estudiante con alguna discapacidad, se mantendrá una

colaboración con el programa de educación especial yse seguirá el programa individual de educación (IEP) que se ha

elaborado especialmente para el estudiante. Se espera que su hijo/a se gradúeen _________________________________.

Los estudiantes pueden salir del programa cuando hayan cumplido con los requisitos del programa establecido por el estado

para los estudiantes en los programas bilingüe e inglés como segundo idioma (ESL).

1. Esta decisión debe basarse en los logros académicos obtenidos en las pruebas que miden el dominio del

idioma en las áreas de lectura, escritura, expresión oral y comprensión, como en inglés, y también

uno de los siguientes criterios:

A. El logro de los estándares estatales para STAAR en lectura y escritura en inglés (cuando estén disponibles)como lo requiere el Código de Educación de Texas (TEC), §39.023, al nivel escolar que les corresponda; o B. Una puntuación de percentil 40 o superior en las secciones de lectura y de artes del lenguaje de la prueba de medición estandarizada aprobada por la Agencia de Educación de Texas (TEA).

2. Al tomar la decisión, los distritos también pueden tomar en consideración otros indicadores del progreso

del estudiante, incluyendo puntajes en los resultados de medición de las pruebas de STAAR, la

evaluación subjetiva del maestro y la evaluación de los padres.

Favor de indicar su autorización para la participación de su hijo/a en el programa bilingüe o el programa de

inglés como segundo idioma (ESL) poniendo su firma en el espacio indicado.

* *Nota: Por favor regrese esta notificación al maestro/a de su hijo/a.* * Si tiene preguntas, llame a nuestra oficina y hable con_______________________, (teléfono)

_____SI _______________________________________________ _________________________

Firma de padre/madre/representante legal Fecha

_____ Me gustaría solicitar una conferencia con el maestro/a. _______________________

Fecha


Language (ESL) Education Program Benefits

Student Name: ______________________________________ ID: ______________________

Dear Parent or Guardian:

There are benefits that will be gained by your son/daughter when he/she participates in an English as a Second Language

(ESL) education program. Because your son/daughter hears a language other than English at home and/or speaks a

language other than English with peers, he/she would benefit from intensive English instruction. A teacher in the English as a

Second Language (ESL) education program is trained on how to teach the English language using special materials, teaching

materials, and is sensitive to the individual needs of a student who is learning English. The teacher in an ESL program

collaborates with other teachers who may also have your son/daughter in class. This is necessary so that your son/daughter

will meet all of the required state standards expected of all students. If a student is also enrolled in a special education

program, the teachers collaborate so that instruction is provided according to the student’s Individual Education Plan (IEP).

However, if you do not want your son/daughter to participate in the English as a Second Language (ESL) education program,

please contact me or your son/daughter’s teacher to discuss other options for the development of English language

proficiency.

Sign below only if you have read the information above and do not want your son/daughter in the English as a Second

Language (ESL) program.

Thank you,

_______________________________ School Principal

□ I do not want my son/daughter to participate in the ESL program. I would like to discuss other options that will address my

son/daughter’s language/academic needs.

_______________________________ ___________________________ ________________

Parent Signature Relationship to Student Date


Distrito Escolar Independiente de Bryson

Beneficios del Programa Educativo Inglés Como Segundo Idioma (ESL)

Nombre del Estudiante: ______________________________________ ID escolar: ___________________

Estimado Padre o Guardián:

Hay beneficios que su hijo/a ganara cuando participe en un programa educativo de Inglés como Segundo Idioma (ESL).

Porque su hijo/a escucha otro idioma en casa aparte del Inglés y/o habla otro idioma con sus compañeros, el/ella se

beneficiaria al recibir instrucción intensiva en inglés. Un maestro/a en el programa educativo Inglés como Segundo Idioma

(ESL) esta entrenado/a para enseñar el idioma inglés usando materiales especiales, materiales de enseñanza, y es sensible

a las necesidades individuales de un estudiante que esta aprendiendo inglés. Esto es necesario para que su hijo/a cumpla

con todos los estándares requeridos de todos los estudiantes por elestado. Si un estudiante también esta inscrito en un

programa de educación especial, los maestros colaboran para que la instrucciónea proveída de acuerdo con el Plan

Educativo Individual del estudiante (IEP).

Sin embargo, si usted no desea que su hijo/a participe en el programa educativo Inglés como Segundo Idioma (ESL), por

favor póngase en contacto conmigo o con el maestro/a de su hijo/a para discutir otras opciones de desarrollo para dominar el

idioma inglés.

Firme abajo solamente si ha leído la información y no desea que su hijo(a) este en el programa Inglés como Segundo Idioma

(ESL).

Gracias,

_______________________________

Director (a) de la Escuela

□ No deseo que mi hijo/a participe en el programa Inglés como Segundo Idioma (ESL). Me gustaría hablar de otras

opciones que aborden las necesidades en idioma/académicas de mi hijo/a.

_______________________________ __________________________________ __________________

Firma del Padre o Guardián Relación al Estudiante Fecha


Notice of LPAC Committee Meeting

As a member of the LPAC committee, your presence is requested:

DATE: _______

TIME: _______

PLACE: _______

PURPOSE: _

The LPAC is responsible for identifying, placing, and monitoring all students identified as limited English

proficient (LEP).

At the beginning of each school year, we identify and place all new students. During the school year we

make decisions on which STAAR test to give, and which accommodations to provide for students. At

the end of the school year, we review each of our LEP students to ensure that they are properly placed

and that they are getting the help they need to succeed in school.

Thank you for your help with these decisions.

LPAC CampusAdministrator


Aviso de Junta para el Comité LPAC

Como miembro del comité LPAC, se requiere su presencia:

FECHA:

HORA:

SITIO:

PROPOSITO:

El comité LPAC es responsable de la identificación, colocación, y observación de todos los estudiantes

identificados como limitados en el idioma ingles (LEP).

Al inicio del año escolar, identificamos y colocamos a todos los estudiantes nuevos. Durante el año

escolar, tomamos decisiones sobre que examen STAAR administrar y cuales acomodaciones son

necesarias para los estudiantes. Al final del año escolar, revisamos cada uno de los estudiantes

identificados LEP para asegurar que sean correctamente colocados y reciban la ayuda que necesiten

para tener éxito en la escuela.

Gracias por su ayuda con estas decisiones.

Administrador(a) del Comité LPAC


http://w w w .bisd. 7099 Bryson ISD ESL Program

Exit Checklist

Student Profile

Student Name: ________________________________ Grade: __________

School: ____________________________ Program: BilingualESL

1. Student has scored 4 or above on the English Woodcock-Muñoz Oral Language Proficiency Test. (All grades use oral language score.)

Student’s WMLS oral score: _______

2. Grades 3-10: Student passed STAAR /EOC Reading Yes No

3. Student passed STAAR Writing when writing test is available or TELPAS Writing is Advanced High if writing test is not available.

Yes No

4. Grade 11: Student Scored at or above the 40th % in Reading and Language. Yes No

5. Student was NOT provided any testing accommodations for reading or ELA tests. Yes No

6. Student is demonstrating on-level performance in English in all content areas: Reading Language Arts Math Science Soc. Stu.

LPAC recommendation for exit: Yes No

Comments: ___________________________________________________________

___________________________________________________________

___________________________________________________________

LPAC Committee Members Initials: Date: _________________

______ ______ ______ ______ ______


Student Name: ____________________________

Student ID: _________________________________ Grade: ____________ Campus: __________________________________

ANNUAL REVIEW / EXIT CRITERIA Woodcock-Muñoz Oral Language Survey

ANNUAL REVIEW / EXIT CRITERIA TELPAS Reading Score: ______________________

Previous English CALP Level: Oral __________Date:__________ EOY English CALP Level: Oral __________Date:__________ Spanish CALP Level: Oral _________ Date:__________

TELPAS Writing Score: ______________________ Test: STAAR/EOC Date: __________Indicate Pass / Fail

Consider overall student performance and participation in special programs when making exit decisions:

GT Migrant Title I Special Ed. At Risk Dyslexia §504 OEYP CATE

TELPAS Composite Score: _________________ Listening: Beg. Int. Adv. Adv. High Speaking: Beg. Int. Adv. Adv. High Reading: Beg. Int. Adv. Adv. High Writing: Beg. Int. Adv. Adv. High

Reading: □ Pass □ Fail □ Commended

Writing: □ Pass □ Fail □ Commended

ELA: □Pass □ Fail □ Commended

LPAC RECOMMENDATIONS LEVEL OF ACADEMIC ACHIEVEMENT (Exit Only)

English Language Classification:

LEP Exit Program Monitor

Program Placement: ESL Bilingual

Level of English Language: ___________________

Summer School: Yes No

Parent Progress Report Sent

Subject End of Year Grade

English / Language Arts

Reading

Math

Science

Social Studies

Complete and update School History Form

Attach other data as needed

State Assessment Information: LPAC SIGNATURES: (all members must be LPAC trained)

_____________________________________________

*LPAC Parent Representative

______________________________________________

*Bilingual/ESL Teacher

______________________________________________


_______________________________________________________

Other

_______________________________________________________

Transitional / Regular Education Teacher of LEP Student

_______________________________________________________

* Campus Administrator

F&P: _________________________

STAR: ________________________

MClass needs: ____________________________

Comments:

LPAC Date: ______________ Bryson ISD

Annual End- of- Year Review

Bilingual Education / ESL Program

Academic Year: ________________

Grades PK-12

Parent Permission Date: ________

(for Exit)

Denial Date: ________________


Bryson Independent School District Parental Report on Student Progress

Bilingual/ESL Program, 19 TAC Chpt. 89, sub chpt. BB, § 89.1260, and PL 107-110 §3302; Title lll, Part C, Sect. 3302 (a)(c)(d)

Campus Name:_________________________ Date:_________________

To the Parents/Guardians of _________________________________

State and federal law requiresthat we inform you of the progress of your son/daughter in the Bilingual or ESL program. We have reviewed the following language and academic data to determine the best placement for your son/daughter.

English Oral Language Proficiency test * (OLPT, PK-12)*

Woodcock-Munoz Date administered: __ CALP: _____ Proficiency: ______________

Spanish Oral Language Proficiency test (OLPT)**

Woodcock-Munoz Date administered: __ CALP: Proficiency: _____________

Other language/academic test(s) reviewed (optional)

Name of test: _______________ Date: __________ Results Reading: _____

Name of test: _______________ Date: __________ ResultsLanguage: ______

Texas English Language Proficiency Assessment System (TELPAS) B- Beginning I - Intermediate A - Advanced AH – Advanced High

Listening B I A AH Reading B I A AH

Speaking B I A AH Writing B I A AH

State Assessment STAAR/EOC/TAKS

Language of test English Date : ______ Spanish Date : ______

Did the student meet the state standard? Reading Yes No

Math Yes No

Writing Yes No

Science Yes No

Social Studies Yes No

English LA (ELA) Yes No

Scale Score: Reading

Mathematics

Writing

Science

Social Studies

English Language Arts (ELA)


Additional comments on student’s language acquisition/academic progress (compare to

data on previous page): _______________________________________________________

_______________________________________________________________________________

For students who have not reached Advanced High English proficiency level, the transition from

primary language to English will take approximately 3-5 years. Students can exit the program when

they are able to meet the following exit criteria set by the state for bilingual and ESL program students:

1) TEA-approved tests that measure the extent to which the student has developed oral and

written language proficiency and specific language skills in English;

2) Satisfactory performance on the reading assessment instrument under the Texas Education

Code, §39.023(a), or an English language arts assessment instrument administered in English,

or a score at or above the 40th percentile on both the English reading and English language arts

sections of a TEA-approved norm-referenced assessment instrument for a student who is

enrolled in Grade 1 or 2; and

3) TEA-approved criterion-referenced written tests when available, other TEA-approved tests when

written criterion-referenced test is not available, and the results of a subjective teacher

evaluation [TEC 29.056(g)]

Consequently, it has been recommended that your son/daughter:

Continue in the Bilingual Program

Continue in the English as a Second Language (ESL) Program

Re-enter into the Bilingual Program

Re-enter into the ESL Program

Exit the Bilingual Program – Exit criteria have been met

Exit the ESL Program – Exit criteria have been met

Continue monitoring for one additional school year – exited student

Monitor for 2 additional school years after exiting to ensure success in school

Two yr. monitor complete.

Program denied by parent/guardian; continue monitoring academic progress of student

Provide intensive instructional support [TEC 29.0561(c)]

If you have any questions regarding this placement decision, please contact:

(Name )______________________________at our office at (Telephone#)_________________.

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Distrito Escolar Independiente De Bryson

Informe para padres sobre el progreso del estudiante

Programa Bilingüe / Inglés como segundo idioma, 19 TAC Capítulo 89, Subcapítulo BB,

§89.1260, y PL 107-110 §3302; Título III, Parte C, Sec. 3302 (a)(c)(d)

Escuela:_______________________ Fecha:______________________

Para los padres/representantes legales de _____________________________________ Las leyes federales y estatales requieren programas educacionales para los estudiantes que no han dominado el uso del inglés. Hemos revisado los resultados de las pruebas del dominio oral y de aprovechamiento académicos de su hijo/a para tomar la mejor decisión sobre la educación futura de su hijo/a.

Prueba oral de dominio del idioma en inglés ** (OLPT, PK-12)

Woodcock-Muñoz Fecha de administración: __ Resultados: Nivel de dominio del idioma: ________

Prueba oral de dominio del idioma en español (OLPT)*

Woodcock-Muñoz Fecha de administración: __ Resultados: Nivel de dominio del idioma: _______

Pruebas de lenguaje/académicas adicionales que se revisaron (opcional)

Nombre de la prueba: ____ Fecha: ________ Resultados Lectura: _____

Nombre de la prueba: ____ Fecha: ________ Resultados Lenguaje: _____

Protocolo de observaciones (TELPAS)Marque (✓) el nivel obtenido.

P- Principiante I - Intermedio A - Avanzado AS - Avanzado Superior

Habilidad para escuchar P I A AS Habilidad para leer P I A AS

Habilidad para hablar P I A AS Habilidad para escribir P I A AS

Examen del estado STAAR/EOC/TAKS

Idioma de la prueba Inglés Fecha: _____ Español Fecha: _________

¿Logró el estudiante el estándar estatal? Lectura Si No

Matemáticas Si No

Escritura Si No

Ciencias Si No

Estudios Soc. Si No

Artes de lenguaje (ELA) Si No

Resultados: Lectura

Matemáticas

Escritura

Ciencia

Estudios Sociales

Artes del lenguaje en inglés (ELA)


Comentarios adicionalessobre el progreso del idioma o del progreso académico del estudiante:__________________________________________________________________ Para los estudiantes que no han logrado el nivel Avanzado Superior en el dominio del inglés, la transición

del primer idioma al inglés se llevará a cabo dentro de 3-5años. Los estudiantes pueden salir del

programa cuando hayan cumplido con los requisitos siguientes de salida establecidos por el estado para

los estudiantes en los programas bilingües y de inglés como segundo idioma (ESL):

1) Exámenes aprobados por la Agencia de Educación de Texas (TEA) que miden el punto que el

estudiante ha desarrollado dominio del idioma oral y escrito y habilidades de lenguaje específicas

en inglés;

2) Desempeño satisfactorio en el instrumento de la evaluación de la lectura bajo la Sección

39.023(a) del Código de Educación de Texas, o un instrumento de evaluación de artes de

lenguaje administrado en inglés, o una puntuación de percentil 40 o superior en las ambas

secciones de lectura en inglés y de artes del lenguaje en inglés de un instrumento de evaluación

de medición aprobada por la Agencia de Educación de Texas (TEA) si elestudiante está

matriculado en el primer o segundo grado; y

3) Exámenes de escritura de medición de criterios aprobados por la Agencia de Educación

de Texas (TEA) cuando sean disponibles, otros exámenes aprobados por la Agencia de

Educación de Texas (TEA) cuando exámenes de escritura de medición de criterios no

sean disponibles, y los resultados de la evaluación subjetiva del maestro [TEC 29.056(g)].

Por esta razón, se recomienda que su hijo/a:

Continúe en el programa bilingüe

Continúe en el programa de inglés como segundo idioma

Se necesita firma para volver a participar en el programa bilingüe

Se necesita firma para volver a participar en el programa de inglés como segundo idioma

Se necesita firma para no participar en el programa bilingüe – el criterio de salida del programa se ha cumplido.

Se necesita firma para no participar en el programa de inglés como segundo idioma – el criterio de salida del programa se ha cumplido.

Supervise al estudiante por un año adicional – el estudiante ya no participa en el programa

Supervise al estudiante por dos años adicional esparaque tenga éxito en la escuela- el estudiante ya no participa en el programa.

Se cumplieron los dos años de supervisión.

Programa de instrucción rechazado por el padre/madre/representante legal; continúe supervisando el progreso académico del estudiante

Provea apoyo intensivo en instrucción [TEC 29.0561(c)]

Si tiene algunas preguntas sobre esta decisión, llame a:

(Nombre) ____________________________a nuestra oficina al _____________________

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____________________________________________ has met all exit criteria set

by the state and the district. Additionally, because of his/her performance on

state and local assessments , exhibiting consistent academic success in the

classroom setting, and showing no problem with second language proficiency

skills, I recommend that he/she be exited from the bilingual/ESL program and

enter monitor status.

__________________________________________________ ___________________

Teacher Signature Date


Documentation for Entry or Exit of Limited English Proficient (LEP) Students

Receiving Special Education Services from Bilingual/ESL Programs

DATE OF LPAC/ARD: ______________

Name of Student: ______________________ Date of Birth: _______________

Student’s Special Education Eligibility:

ENTRY DOCUMENTATION

Does this student have a disability that significantly impacts the acquisition of English listening,

speaking, reading, and writing? (For PK, K & 1, listening & speaking only) YES ___ NO ___

If yes, explain how the disability is affecting appropriate language acquisition:

Is there a need to modify the Texas ELL Entry Criteria? YES ___ NO ___

If yes, explain why there is a need to alter the criteria:

What is the LEP entry criterion for this student? (Discuss all domains required)

Reading:

Speaking:

Writing:

Listening:

Comments:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________



Name of Student: ______________________ Date of Birth: _______________


SETTING THE LEP EXIT CRITERIA

Is there a need to modify the Texas LEP Exit Criteria? YES ___ NO ___

If yes, explain why there is a need to alter the criteria.

What will be the ELL exit criteria for this student? Name assessment instrument & performance

standards:

ASSESSMENT INSTRUMENT PERFORMANCE STANDARD

Date: _________

Reading: ___________________________________________________________

Speaking: __________________________________________________________

Writing: ____________________________________________________________

Listening____________________________________________________________

EXIT DOCUMENTATION (Documentation to ensure the appropriate exiting of a student):

Total number of years that the student has been provided special language services: ____

(minimum of three) List Grade and number of years served in that grade.

PK ________________

K________________

1________________

2________________

3________________

4________________

5________________

6________________

7________________

8________________

9________________

10_______________

11________________

12_________________



Name of Student: ________________ Date of Birth: _____________



Determining if LEP Student met the EXIT CRITERIA

Does the ARD/LPAC team determine that the student’s linguistic needs as an ELL have been

met?

YES NO Date: _________________

ASSESSMENT INSTRUMENT PERFORMANCE STANDARD DATE ADMINISTERED

Reading: ______________________________________________________________________

Speaking: _____________________________________________________________________

Writing: ______________________________________________________________________

Listening: ______________________________________________________________________

If no, what additional measures should be taken?

* This student will be monitored for academic and behavioral success for two years after

dismissal by both the ARD committee and the LPAC committee.

Bryson Independent School District ISD ESL Poli… · Bryson ISD ESL Program Policy and Procedures...

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